1. English 10
2/15 & 2/16

2. Notebook check…. Coming soon…
Be sure your notebook is where it needs to be with name on it! This is What you should have so far: 
What makes us equal? T-chart Advantages/Disadvantages
Gov't systems/examples
MLK Persuasion Analysis 1-10

3. Objectives | Students will be able to:
Discuss in small groups the enduring understandings and guiding questions for the unit.
Compare and Contrast speeches from text to real world

4. Parallel structure (from grammar bytes)
To maintain parallelism, you must list items with equal grammatical structure:
Sylvia asked to borrow a , , and .
Sylvia needs to , , and .

5. Parallel structure
An error occurs when the grammatical structure of one or more of the items does not match the other others, like this:
Sylvia asked to borrow a , , and .
Sylvia needs to , , and .

6. Parallel structure notes
Handout : Go over

7. No changes need: Correct as written:1 8 13 2 9 16 5 11 18

8. 3
When you list actions, you must use parallel structure. Here, freshened and took are both simple past tense verbs, but was brushing is past progressive, wrecking the parallelism. Good choice!
To fix the sentence, change was brushing to brushed.

9. 4
When you list grammatical items, you must use parallel structure. Here, behind the toilet and in the laundry basket are both prepositional phrases, but checked under the bed begins with a simple past tense verb, wrecking the parallelism. Excellent choice!
To fix the sentence, change checked under the bed to under the bed.

10. 6
When you use not only ... but also, you must maintain parallel structure. A dozen roses follows not only, so a box of chocolates is all that should come after but also.
He purchased a box of chocolates is a main clause and thus wrecks the parallelism.

11. 7
When you use not only ... but also, you must maintain parallel structure. Malinda did squeal ..., a main clause, follows not only. She was tearing ..., another main clause, comes after but also.
Notice, however, that the second main clause has was tearing and [was] eating as its verbs. This past progressive tense does not match the tense of the first main clause, thus wrecking the parallelism. Nice choice!
To fix the sentence, change was tearing and eating to tore and ate.

12. 10
When you list grammatical items, you must use parallel structure. Here, hissing snakes and squealing rodents are two nouns modified with participles, but spiders that bite is a noun modified with a relative clause, which wrecks the parallelism. Nice choice!
To fix the sentence, change spiders that bite to biting spiders.

13. 12
When you list grammatical items, you must use parallel structure. Here, crunching on apple slices and slurping hot coffee are both gerund phrases, but the rings of his notebook snapped open and shut, a main clause, ruins the parallelism of the list. Good answer!
To fix the sentence, change the rings of his notebook snapped open and shut to snapping the rings of his notebook.

14. 14
When you use either ... or, you must maintain parallel structure. Add, part of the verb phrase will add, follows either, but she will purchase ..., a whole main clause, comes after or, wrecking the parallelism. Nice choice!
To fix the sentence, remove the comma after flamingos and change she will purchase to purchase.

15. 15
When you list grammatical items, you must use parallel structure. Here, the clock ticked and the refrigerator hummedare both short main clauses, but the dog snoring ... is a noun phrase modified by a participle phrase, thus wrecking the parallelism. Well done!
To fix the sentence, change the dog snoring to the dog snored.

16. 17
When you list grammatical items, you must use parallel structure. Here, under the bed and in the hamper are both prepositional phrases, but he even searched ... is a main clause, wrecking the parallelism. Well done!
To fix the sentence, change he even searched his brother's closet to in his brother's closet.

17. 19
When you list actions, you must use parallel structure. Here, blinked and squinted are both simple past tense verbs, butshe wiped her glasses is a main clause, wrecking the parallelism. Well done!
To fix the sentence, change she wiped to wiped.

18. Enduring Understandings
Humans may or may not struggle for a balance of power.
The rise to power can take on various forms.
Leaders may or may not deviate from original intentions.
Citizens' failure to take action may result in dire consequences.

19. Essential Question
What makes an effective leader?

20. Guiding Questions
Why could there be conflicts between leaders and citizens?
How does one rise to power?
How does one maintain power?
Why/How could leaders deviate from the goals of their people and/or government?
What actions could citizens take in response against their government?
What happens if citizens fail to take action against injustice?

21. Animal Farm – Chapter 1
Audio. 15:35

22. Hammer and Sickle: symbol for the peasants and industrial workers.

23. Karl Marx
* Believed that societies are divided into two segments, a working class and an owner class
* The working class creates all the products, while the owner class enjoys all the benefits

24. *This class division leads to inequality and oppression of the working class
* His objective was to create a classless society in which the work is shared by all, for the benefit of all, and he believed revolution was the way to achieve this goal.

26. Old Major Speech: With ONE partner:
Handout – identify words that create tone

27. Old major/Lenin Comparison

28. CCSS
RL.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.10.5 Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
W Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL.10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.